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Continuous Improvement: The Foundation for AQIP Accreditation

Continuous Improvement: The Foundation for AQIP Accreditation. Office of Institutional effectiveness Bruce Moses bmoses@nwacc.edu Amber Holloway aHolloway1@nwacc.edu. Are you confused about all the jargon from the "experts”?. Assessment. Six Sigma. Total Quality. Appreciative Inquiry.

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Continuous Improvement: The Foundation for AQIP Accreditation

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  1. Continuous Improvement: The Foundation for AQIP Accreditation Office of Institutional effectiveness Bruce Moses bmoses@nwacc.edu Amber Holloway aHolloway1@nwacc.edu

  2. Are you confused about all the jargon from the "experts”? Assessment Six Sigma Total Quality Appreciative Inquiry AQIP Continuous Improvement

  3. Objectives of this Session At the conclusion of this session, those participating will be able to: • Define AQIP • Identify the six key components of AQIP • Understand the key elements of developing the Systems Portfolio • Comprehend the Continuous Improvement Model (Plan, Do, Check, Act) • Discern the Four Principles of Continuous Improvement • Recognize the Principles of High Performing Organizations • A Model for Institutional Effectiveness Structure

  4. Methods of Accreditation North Central Accreditation (NCA) and The Higher Learning Commission (HLC) The two commissions hold the legal authority to conduct accrediting activities for educational organizations. Higher Learning Commission now has 2 methods for institutional accreditation: • PEAQ = Program to Evaluate and Advance Quality • a historical self-assessment model • AQIP = Academic Quality Improvement Program • uses system thinking and process focused for the future

  5. HLC Five Criteria for Accreditation Criterion One: Mission and Integrity. The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students. Criterion Two: Preparing for the Future. The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities. Criterion Three: Student Learning and Effective Teaching. The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission. Criterion Four: Acquisition, Discovery, and Application of Knowledge. The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission. Criterion Five: Engagement and Service. As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

  6. AQIP Accreditation at SAU SAU’s accrediting body is the Higher Learning Commission (HLC). The North Central Association (NCA) is that portion of the Higher Learning Commission that approves degree granting institutions like SAU. The accreditation program within the HLC that SAU follows is the Academic Quality Improvement Program (AQIP) which requires use of Continuous Quality Improvement.

  7. What is AQIP? • An accreditation process that requires the use of Continuous Improvement principles. • A program that uses systems thinking and is process focused on the future. • A program that relies on data and outcome measures. • A participatory process that involves internal and external constituents. • The foundation is fact-based decisions, working with diverse groups, resolving conflicts, and using quality based tools to build consensus.

  8. AQIP Categories • Helping Students Learn • Accomplishing Other Distinctive Objectives • Understanding Students’ and Other Stakeholders’ Needs • Valuing People • Leading and Communicating • Supporting Organizational Operations • Measuring Effectiveness • Planning Continuous Improvement • Building Collaborative Relationships

  9. Key Components of AQIP Strategy Forum I- Strategies for Action brings together teams from diverse colleges and universities to generate and test new improvement strategies in a creative, supportive environment Action Projects/Annual Updates Continuous Improvement of selected SAU processes that model the behavior of high performing organizations Systems Portfolio Report that describes systems and processes at SAU within the nine AQIP categories, that emphasizes how you conduct business

  10. Key Components of AQIP Systems Appraisal Feedback report on SAU’s Systems Portfolio from trained AQIP peer reviewers Strategy Forum II- Climate for Continuous Learning Brings together experienced teams from diverse colleges and universities to generate and test new improvement strategies in a creative, supportive environment Quality Check-up Visit Affirms accuracy of Systems Portfolio and confirms institution’s compliance Five Criteria of Accreditation

  11. What do AQIP Action Projects Do? • Identify an opportunity to improve • Organize a team to develop interventions and make recommendations to leadership to implement interventions • Always evaluate the results of the intervention • Act to: standardize, adjust, or abandon intervention • Documents and disseminates the new process

  12. What is Continuous Improvement? A way for organizations to get better by: • Continually examining processes and systems (Plan) • Formulating possible interventions for improvement of those processes and systems (Do) • Using controlled experimentation to determine if the desired effect is achieved from those interventions (Check) • Act to standardize, adjust, or abandon the implemented interventions (Act)

  13. Four Principles of Continuous Improvement • Requires support and resources from management • Talk the talk • Walk the walk • Is process focused • Utilizes teamwork to address opportunities for improvement • Requires controlled experimentation (piloting) of interventions before formal change

  14. Activity • Identify a process you feel is an opportunity for improvement. (Document the steps in the process). • Describe the desired result that you would like for this process. (Document what that result should be). • Identify possible interventions that will improve this process.

  15. What is the Systems Portfolio? • A 75-100 page public portfolio describing SAU’s fundamental institutional processes and systems. • The Portfolio covers the nine AQIP Categories, describing processes, results, and improvement questions in each category, and shows evidence that the institution continues to meet the HLC’s five Criteria for Accreditation. • Once created the Systems Portfolio is continually updated to reflect changes in the institution's systems and processes. • The Portfolio is a valuable resource for both internal and external audiences, including specialized accrediting organizations, state higher education agencies, prospective employees, and other stakeholders.

  16. Purpose of the Systems Portfolio AQIP calls upon institutions to submit a Systems Portfolio and undergo a Systems Appraisal every four years. The Systems Appraisal uses information from the Systems Portfolio to provide expert, objective, third party feedback on our strengths and opportunities for improvement. In turn, what we learn from the Systems Appraisal will help us determine our next targets for advancing quality at SAU through Action Projects and other planning processes.

  17. Components of Systems Portfolio • Institutional Overview- Is a brief description that summarizes what is most important to SAU and the key factors that are influencing your overall direction. • Nine Categories (P,R, & I Questions)- Each of the Categories deals with a related group of processes, and allows an organization to analyze, understand, and explore opportunities for improving these processes. The Helping Students Learn section will occupy twice the space of any of the other eight categories in your portfolio. • Index- the location of evidence in the Systems Portfolio relating to the five Criteria for Accreditation • Self Evaluation- For each category, we will self identify which systems are strong and healthy, distinguishing them from the ones that present opportunities for improvement.

  18. Stakeholders Suppliers Inputs Actions Outputs • faculty • staff • administrators • students • trustees • employers • focus groups • public • existing data • reports • evaluations • surveys • databases • descriptions • perceptions • policies • procedures • processes • analyze • and • describe • current • goals, • practices, • and results • draft • the Overview • and each • Portfolio • chapter • reach agreement • on current • goals, • practices, • and results • publishcompleted • System • Portfolio • HLC • trustees • administrators • faculty • staff • students • parents • potential donors • employers Creating a Systems Portfolio • Analyzing • and • describing • current • goals, • practices, • and results • Drafting • the Overview • and each • Portfolio • chapter

  19. Principles of High Performance Organizations Place high value on: Focus: A mission and vision driven by students’ and other stakeholders’ expectations. Involvement: Broad-based faculty, staff, and administrative involvement. Leadership: Leaders and leadership systems that support a quality culture. Learning: A learning-centered environment. People: Respect for and willingness to invest in people (faculty, staff, and administrators). Collaboration: Collaboration and a shared institutional focus. Agility: Agility, flexibility, and responsiveness to changing needs and conditions. Foresight: Planning for innovation and improvement. Information: Fact-based evidence-gathering and thinking to support analysis and decision-making. Integrity: Integrity and responsible institutional citizenship.

  20. A Model for Institutional Effectiveness Structure • Process Improvement Teams (process “owners”) • Division Liaisons • Category co-chairs • Steering Committee (Oversight Team)

  21. Lessons Learned • Recognize the inevitable struggle in the paradigm shift • Start with Continuous Improvement not AQIP • Continuous Improvement will advance College’s vision • Continuous Improvement is not a silo process • Use volunteers when selecting units for piloting

  22. Take-away Tips • Keep the Systems Portfolio in the context of improvement, re-accreditation, etc., rather than as a “project” or “initiative” • Maintain continuous communication with the College about accreditation and CI effort • Keep supporting each other (Systems Portfolio Teams) • Celebrate success • Hold people accountable; don’t let them off the hook • Focus should remain on AQIP/CI • Faculty ,staff, and administrators are system and process owners

  23. How you can HELP! • Become an active member of a AQIP Project or CI team • Utilize the CI principles and PDCAModel • Avail oneself to training opportunities. • Integrate and model CI into the way you do business daily • Encourage your co-workers to submit Action Project proposals

  24. Thank you for your attention and participation!

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